Monday, April 21, 2014

HWL Forum Post: The Divided Self

http://4.bp.blogspot.com/-Guan85bqvB8/
TbsOOCkqSuI/AAAAAAAAA08/HCwI_7kn034/
s320/escher_csg026_encounter.jpg
HWL Forum Post: The Divided Self

Modernism is a twentieth-century literary movement that began in Europe. Influenced by new ideas in psychology, the modernists explored the split between the artist's social and private selves, seeing the artist as a lonely figure struggling in an insensitive world. In Magic Realism, this concept manifests in liminality, multiple perspectives, unreliable narrators and non-linear narrative structures. 

Read the poem by de Burgos (via Kindle). Like "Borges and Myself," it explores the idea that the artist's everyday self is divided from his or her creative self.

Answer the following questions:
    1)    How is de Burgo's view of this division similar to Borges's? How is it different?

    2)    Which translation do you prefer? How do the translations differ, and how might they tell slightly different stories? (Note: The first translation is, indeed, significantly shorter than the second.)

    Your response should be 200-300 words. Post by Wednesday, 4/23@10PM. Respond to two of your classmates' posts by Thursday, 2/24@10PM. Replies to responses are encouraged, but not required. 

Saturday, April 12, 2014

HWL Forum Post: Please Look After Mom

http://upload.wikimedia.org/wikipedia/commons/1/1f/
Michelangelo's_Pieta_5450_cropncleaned_edit.jpg
HWL Forum Post: Please Look After Mom 

Complete your journal reflection from class--"To what extent is Mom heroic (or not)?" Post your reflection to the blog; no response required but do read your classmates' entries. Be prepared for culminating discussion on your reactions to the characters, as well as your self-reflections.

Forum Post Due: Sunday@10PM

Monday, April 7, 2014

HWL FORUM POST: Perception and Reality


http://www.elements2lead.com/wp-content/
uploads/2011/12/cat-to-lion-image.jpg
Think about the journaling and discussion today on perception and reality. Now consider the two challenges that Dean Miller poses: to see meaning as constructed (i.e., that we take part in the creation--not the discovery--of meaning); and, to see meaning as self-reflective (i.e., we see--or look for--ourselves in what we read). Consider how this relates to the novel, Please Look After Mom
Choose one character from the novel, and write a short reflection on the construction of that character’s identity. End with a metacognitive reflection of your own sense of self; choose a quote from the following link to caption your response. Read your classmates' entries, and respond to at least two (2) classmates. 
MLA; 250-500 words. Post due: Wednesday, 4/9@4PM. Responses due: Thursday, 4/10@10PM.

Wednesday, March 26, 2014

HWL: REACTION PAPER (Due April 6th by 5PM)

REACTION PAPER:


Read through the following articles, and respond in a reaction paper. Your goal is to: demonstrate understanding of the concepts, analyze and evaluate the concepts, and apply the concepts to our current reading unit (looking at women in literature). The composition should not simply summarize the articles. Submit to the blog by 5PM on Sunday, April 6th! MLA format; 250-500 words.

Links:“The Good Woman”

“Progressive Portrayal of Women”

“The Feminine Mystique”

“Sexual Personae” and “Camille Paglia” (read each)


Wednesday, March 19, 2014

HONORS WORLD LIT FORUM POST: Hedda Gabler

FORUM POST: Hedda Gabler

Post your response to one (1) of the two questions below. Your post should be substantial and analytic, clearly stating a position with supporting evidence. Initial Post DUE: Friday, 3/21@6PM. 

Respond critically to two (2) classmates' posts. Be sure to acknowledge your classmates' responses (three levels of threaded discussion). Responses DUE: Sunday, 3/23@8PM. 

*****
Questions: 
http://static.guim.co.uk/sys-images/Arts/Arts_/Pictures/
2010/3/9/1268128792991/Rosamund-Pike-in-Hedda-Ga-001.jpg
1) What insight can be gained from examining Hedda's relationship with another character in the play? Think of significance beyond character and plot; what insight does this give us, as readers, and as thinkers (i.e., cosmology, sociology, psychology)?

2) How should Hedda, ultimately, be evaluated: heroic? Sympathetic? Pathetic? Contemptable? Why?

Monday, March 17, 2014

HONORS WORLD LIT FORUM POST: Metaphors

Honors World Lit: FORUM POST

http://fc07.deviantart.net/fs71/i/2013/268/2/5/
metaphor_by_sleeping_macro-d6nt3g1.jpg
Consider the characters Nora Helmer and Hedda Gabler Tesman from the Ibsen plays we've studied. Upload one (1) of your extended metaphors, for either character.

Respond critically to at least two (2) of your classmates' posts (i.e., respond in a way that pushes consideration of our class themes, and pushes beyond the "conventional"). Answer any questions that may come up in the ensuing "discussion." Post in a timely manner, so that you can respond in a timely manner. Be sure to label your post with your name (and address your responses directly to the recipient) so that you can receive credit for your work! Use the "Post a Comment" form below.

DUE: 3/19. 

Changes...!

Students,

After a long hiatus, the class blog is returning! Much overdue for an overhaul, I will be working in the next few weeks to get this thing back up and running. Stay tuned!

Mr. F

Thursday, June 24, 2010

Changes...

Students,
As you may notice, there have been a few changes to the blog! I'll be keeping it up-to-date, as well as linking it to my personal blog soon. Please read the most recent entries below (be sure to click "Read More"), and click on the tabs at the top for special notes for my two periods, 2nd and 6th. As always, feel free to comment, or take the conversation back to Facebook (there's a "Share" tab on the right, now!), where I hope to have my privacy invaded by Jake. (I'm kidding, Jake. Seriously, though, no more stalking.) I hope you're all having a wonderful summer, and I wish you all the best in the fall!
Sincerely,
Mr. Franklin

World Lit: Our Last Lecture, pt. 1 ("My Vocational Journey")

To My Sophomores:

As I prepare to embark on an amazing adventure abroad, I can't help but reminisce on the year we had together. It was challenging in many ways, and a great deal was learned; what you may not realize, though, is that I was challenged and learned as much, if not more, than you. Nevertheless, I want to leave you with some last thoughts, and encourage you to stay in touch--I will be keeping the blog up and running during my travels, so feel free to stop in and cook the rice with me. 

What I'm including below is actually a lecture from a symposium I taught several years back to a group of Santa Clara University students who were

World Lit: Our Last Lecture, pt. 2 ("Questions, and Some Answers")

Questions (and some Answers):

What do I wish I had known about life after graduation? That it doesn’t start or end, it just continues. There was no “real world” to enter outside of college; I was already in it. Nothing changes but the hours you keep and taxes.

What are 3 key ingredients to a successful and fulfilling life? 1) Passion (see below).  2) Leisure/Rest in labor. Understanding that time spent taking care of the personal needs (ie, for rest and relaxation) is time well spent. When a car engine begins to run hot, you don’t put in more coolant and hope for the best; you actually take time to let it cool down. In other words,

Thursday, February 25, 2010

Culture Unit: The Power of Tradition

Culture Unit: The Power of Tradition
In our Culture Unit, we have been studying the attitudes, beliefs, and behaviors that are passed down from generation to generation, and the occasional conflict that occurs when there are shifts or differences in ways of thinking. These sorts of conflicts are often our most challenging, because by their nature, they challenge our identity. What do I mean by that? The word tradition comes from a root word which means "to deliver": traditions are, then, those beliefs and customs that have been passed down to us, and which  consequently shape who we are. We inherit these things, these traditions, from our parents, and from our parents parents, and help establish our membership in our family's continuity; they help identify us in a particular tradition. This speaks to our heritage, and it is what we will pass on to our children; it is the first, and in many ways, one of the most powerful shapers of our personality. On the other hand, tradition can be one of the wackiest, most bizarre aspects of our cultural identity. 


Think, for example, about what you did with your family over Christmas break. Many of you participated in some sort of gift-giving tradition, had some sort of food-related traditions, and maybe some church-related traditions. Or think about any recent birthdays you celebrated; many of you had cake to celebrate that birthday. Why is that? What about that particular food item makes it especially appropriate for someone's birthday? Why aren't birthday pies or birthday soups more popular? Well, that's just the way things have been for our families, so that's what we will continue to do--and, that's why we'll continue to do it. Because "that's just what we do," and that's was helps define us as a culture.

When I returned to San Jose from visiting my family this Christmas, one of the first things I did was go to the grocery story and buy black-eyed peas for New Years--and, I might add, I was lucky to nab the last bag of them, for they had nearly sold out. This is something that my family has done for as long as I can remember. My mother's side of the family is from the South, and it is a family tradition among them to eat black-eyed peas on New Years, for good luck. So, I purchased (and soaked) the beans on New Year's Eve, and cooked and ate them with my housemates on New Year's Day. I called my parents to inform them that the deed had been done, and then sent them text-message photo proof that I had, in fact, cooked them myself (rather than buying them in a can!). What makes black-eyed peas lucky on New Years? The same thing that makes cake appropriate on birthdays, and presents appropriate for Christmas. The same reason why it's (usually) turkey on Thanksgiving, and candy on Halloween. It is a part of a long-standing tradition that helps define who we are, because that is what we do. Some traditions have more meaning and history than others, but that does not diminish their power. 


*  *  *
You may respond to this blog as part of the extra credit assignment; please check the directions blog below for important notes regarding your extra-credit opportunities!

QUESTION TO CONSIDER:
Think of a tradition that is unique to your family; interview an older family member and find out where or how the tradition started, and share that story. Also reflect on how that particular tradition "fits" your family--in other words, how does that tradition help others understand your family's personality or heritage?

Culture Unit: The Power of Ritual

Culture Unit: The Power of Ritual
As we wrap up our reading of the first two cultural literature units and begin our writing process, I think it important that we take a step back and look at some aspects of culture that are significant and worth analyzing. When you think about it, nearly every aspect of our lives in some way has to do with culture--the cultures we belong to, as well as the ones we are opposed to. That concept, "culture," encompasses so many things in our lives: who we are (age, race, ethnicity, gender, sexual orientation, religion, etc.), who we are (thoughts, actions, behaviors, beliefs, biases, etc.), and who we are (roles, expectations, privileges, disadvantages, etc.). "Culture" is something that we have a symbiotic relationship to; it is both something we define and something that defines us--something we shape and something that shapes us. It is inextricably bound to our identities.


One aspect of culture that we've looked at in literature and explored in our own personal lives is tradition, customs and rituals. These are the things we do that have been passed down for generations, or that may be even newly formed; these are things we may do or participate in without fully understanding their meaning, but realizing their significance. And these traditions, customs, and rituals have a great deal of power in our lives. Take, for your consideration, an example:


* Not too long ago, I shared with you an article about the booming funeral industry in Taiwan. We've seen this idea--the importance of funeral rites--in many ways in the literature we've read so far. Last semester, we talked about how death was an important part of Greek society, not just because a glorified death cemented the ascension of the hero, but also because a proper funeral guaranteed his entrance into the afterlife. When we looked at this more recently in the African and Middle East units, we saw that the death and the funeral had much different significance, mostly because of very different ideas about what happens after death in those particular cultures. I mentioned to you in our discussions in our society today, the power of that funeral rite is for the survivor, not the deceased, that this is a way for those left behind to cope and deal and answer the questions that we've been asking since we as humans had language: what happens to us when we die, and what is the meaning of our lives once they are over? It would be shocking to our sensibilities for someone to die and not be buried, or have a memorial of some sort. Therein, perhaps, is the power in that ritual, that "rite of passage": it is something that signifies the transition that is being made.


Since the start of the year, I myself experienced the passing of a close family friend, and experienced the very emotional memorial services; there was definitely something inherent in the ritual itself that allowed for closure, which would have been lost had there been none. Perhaps, then, rituals give us a way of understanding the inexplicable, of coping with the unbearable, of addressing the unimaginable, of making sense of the world around us.


*  *  * 
You may respond to this blog as part of the extra credit assignment; please check the directions blog below for important notes regarding your extra-credit opportunities!


QUESTION TO CONSIDER:

Think of a ritual that you've participated in (for example, the wearing of ashes at the onset of Lent). Research the origins of that ritual and explain how that particular ceremony came to be. Also, reflect on the power or significance that the ritual has for you personally.

Monday, February 1, 2010

Semester 2 Oratory Thread (Respond here for Oral Presentations)

For your oral presentations this semester, you will need to do two "Research Lites" and post them to this comment thread.  I have started one below as an example. You will be evaluated on the insight of your comments, and your accompanying write-up. You will give a 1-2 minute oral presentation; to prepare for Research Lites, you will do academic internet research on a topic of your choosing relevant to a unit of study. Areas include: Africa, the Middle East, India, China/Japan, and Latin America. Topics vary, and should include current events. One great source may be online news articles, or other outside reading you have done. This may be scholarly research (from the library databases page)—you may NOT use Wikipedia or non-academic/news internet sites. These may be a good place to start, but you need to use authoritative research. This will be similar to (but not identical to) your powerpoint group presentations, on a much smaller scale. Your posting should include the source of the research.

Semester 2 Extra Credit

Guidelines: You may earn up to 20pts of extra credit per semester by completing the following tasks. The points will be added to the homework category. All written portions of the extra credit assignments must typed with the proper MLA heading and formatting. Performance assessments MUST be approved by me; please check in with me before starting a large project to make sure it is scholarly and falls within the academic objectives! Note: Extra credit is intended mainly for those who need a small boost to supplement their efforts; it is not intended to replace the normal credit of what’s assigned. If you are missing several homework assignments, or your average for the class is 91% or higher, you should speak with me before embarking on these additional assignments.

Option A: Blogging
Similar to last semester’s Oratory presentations, you may post a comment on the class blog for extra credit.

For Blog Responses, you will read through a lecture on the blog and write a ½ page reflection synthesizing the information. You should generate critical questions, and/or highlight stimulating points of interest and relevance to you. Also, you should directly respond to any questions posed in the blog.

Blogs must be free of grammatical errors and in the ballpark of 200-250 words for credit. Each posting is worth 1pt. You may complete up to ten (10) this semester, for a total of 10 points. You are, however, limited to responding once per blog entry (so, in other words, you cannot do more than one response for the same blog).


Option B: Performance Assessment
This project is designed to give you another opportunity to refine your public speaking skills. Alone or with a partner, you will work independently to bring awareness to a cultural issue or an aspect of your culture that is important and relevant. This may range from analyzing current world events, to exploring and sharing your own heritage, to examining a subculture here at school. There are no limits to that topic, with the only expectations that you focus on the cultural significance. For your presentations, you will be required to do the following:


Presentation: You must present your finding to the class in 2-3 minutes. Each team member must have equal presentation time (2-3 minutes each). This must be “live” (no word-for-word readings or videos). However, you MAY create a short film, skit, dance, etc., as long as you are able to speak to the class briefly about your project and discoveries.
Summary: When you present, you will need to turn in a 1- to 2-page summary of your project. First you should describe what you decided to do, and how you approached the task. Then, you should describe your discoveries and what conclusions you arrived at. This should have the tone of a lab report: describe your initial hypothesis, your approach and findings, and how it relates to the “bigger picture.”

The project will be worth up to 10pts, and the write-up will be worth up to 5pts; you may complete one (1) performance assessment per semester for a total of 15 points. NOTE: These projects must be approved by me ahead of time!

* As most places of business do, I reserve the right to “refuse service” on project proposals. Moreover, “up to” means that project completion is not an automatic guarantee of points; the project must still be of high quality.

Monday, November 30, 2009

20th Century Lit: The Death of God and the Birth of the Modern Consciousness


20th Century Lit: The Death of God and the Birth of the Modern Consciousness

"God is dead." This quote is attributed to Nietzsche, existentialist philosopher. This line is echoed in Elie Wiesel's Night, in an episode where he witnesses a young boy being hanged on the gallows in a concentration camp--another onlooker says that God is hanging on the gallows there with him. This is the question that Elie deals with throughout his memoir--where is God?--and indeed a question that reverberated throughout the world in the 20th century. One hundred years marked by amazing advances and fantastic atrocities; the modern world--and the modern conception of "hero"--changed forever with the advent of modern warfare. To get a sense of how the modern consciousness changed, here is the entire Nietzsche quote in context:

God is dead. God remains dead. And we have killed him. How shall we comfort ourselves, the murderers of all murderers? What was holiest and mightiest of all that the world has yet owned has bled to death under our knives: who will wipe this blood off us? What water is there for us to clean ourselves? What festivals of atonement, what sacred games shall we have to invent? Is not the greatness of this deed too great for us? Must we ourselves not become gods simply to appear worthy of it?

20th century literature reflects this sense of isolation, alienation and desperation within man. We find ourselves now, in the 21st century, a world with technology and standards of living that could never have been imagined even a century ago. Yet we also live in a world that's more fragile than ever; the world is once again "flat" with communication technology that brings us closer together, yet keeps us ironically impersonal. We accept conflict and terror(ism) as a part of our every-day lives. But the literature also reflected a sense of hope--in exploring ourselves, our minds, our realities--hope that we can rediscover that which allows us to survive, and indeed thrive, in the world that we've created. 

*   *   *
We end our journey through Western literature with the 20th-century piece Night, which describes Elie Wiesel's horrific experience surviving the Holocaust of World War II. For your consideration, I've done some research to supplement our reading. World War II and the Holocaust are immense historical events to try to tackle; for your final reflections, I'd like you to do a little outside reading to support our understanding of Night.
*   *   *

QUESTIONS TO CONSIDER:
1) The Holocaust was not perpetrated by one individual. Hitler only took one life--his own. Nor did the Holocaust happen overnight; it was systematized over nearly a decade, and implicated hundreds and thousands of people who were involved. Estimates put the death toll of WWII at around 32 million people (take the population of San Jose and multiply by 30...), around 6 million of whom were killed in concentration camps, which manufactured wholesale death. Death on that scale was an institution, a pervasive way of thinking of a society. How could people come to believe that genocide was acceptable? Explore the following link, to get some background on the Nazi ideology, and what led to the Holocaust, and report on your findings. Try to help the class answer, "what led to this atrocity?"
(Note: I have uploaded shorter versions of the articles on my website, which you can read online or download. Some articles are still many pages, so be careful about printing. <<https://sites.google.com/a/mitty.com/franklin/Home/world-literature/world-lit-resources>>)

2) How is it that genocides still occur in the world? Use the links below to research one of the following three contemporary holocausts and report on your findings. Also, fill out the corresponding worksheet, "Assessing Responsibility" and share during your report.
Other helpful links:

    ORAL PRESENTATIONS ("Blog Response") 11/30/09

    For those of you who have to do an oral presentation in the last weeks who have NOT already posted to the blog:

    You may only respond to Night from here on out. That means you can do a Reader's Response, or a Research Lite. I will be posting list of resources on the blog (and also on the webpage) to do some outside research for Night.

    I know this eliminates an option that previous students had, but I'd like to focus our attention in the last two weeks on Night, since there is so much there to discuss. Once the research resources are posted, they will include leading questions, which you may use as a sort of "Blog Response," but I will not be posting a traditional blog on the story, as I don't think I could do justice to explaining all of WWII and the Holocaust.

    If you have not yet presented, but you already posted your blog response, you'll be able to present on that. *Note: Anyone may respond to the two most recent blogs ("Enlightenment" and "19th C. Showdown") for extra credit.

    ~Mr. Franklin

    19th Century Showdown: The Romantics and the Realists


    19th Century Showdown: The Romantics and the Realists
    (The subtitle was going to be "Romantics, Realists, Renaissance Writers, and Revolutionaries," but I thought that would be overkill to include in the blog...)

    The 19th C. (1800-1900) in Europe marks an important shift in the development of 20th C. Western society, and what we now take for granted in the 21st Century. Before we delve into the debate between these two camps, we need to recall the significance of the Renaissance on the 19th C.

    Yes, Shakespeare is largely to blame for most of what transpired in Europe in the 1900s! Think back to our lesson on Renaissance sonnets: we distinguished between the Petrachan idea--romantic, melodramatic, intensely feeling. Petrach likely would be considered "emo" (the sensitive kind, not the goth kind) if he were alive today. Think Romeo--he was the quintessential Petrarchan lover. He was ready to light himself on fire and throw himself into on-coming traffic (carriages, that is) over a girl who didn't even know he existed, whom he promptly forgot about after seeing Juliet for the first time; oh, and he marries this 13-year old girl less than 12 hours later. Insert emo stereotypes here.

    Shakespeare, quite eloquently and respectfully, gave his view of love to contrast Petrarch. Think of the sonnet we read which begins, "My mistress' eyes are nothing like the sun." He goes on to describe what seems to be a quite unattractive woman whom he's nonetheless in love with. He was the more mature, more modern lover of the time. His teenage lover was the kid who'd been held back, who knew the ropes; the literary high school cougar-hunter. He gave a more "realistic" ideal of love to contrast Petrarch's, which was no doubt influenced by the Renaissance emphasis on chivalry and courtly love. Note, that they both dealt with the same topics--love, time, nature, regret--but approached them somewhat differently. Both seem to reach the conclusion of carpe diem--that life (and love) is fleeting, and that we should enjoy it while we can.

    Enter the 19th Century writers. They took their cues from Petrarch and Shakespeare. They found themselves in the arena of two distinct but intertwined revolutions: the Industrial Revolution, and the political revolutions of the Americas, England, France, and darn near every other Western European country. They saw their world changing around them, and the glory of the Renaissance man became the agony of the urban man; cities developed, and so did slums. Nature became more and more distant to people who were forced to work and labor in unfit conditions to survive. The widening gap between rich and poor was bridged by a rising middle class who was increasingly unhappy with government. Artists became activists, and began using their art and literature to strive for change in society. Let's look at the different approaches of the two.


    The Romantics
    In this corner is the 19th C.'s version of a hippie: the Romantic writers wanted to break away from rules and established order, get back in touch with their feelings, and reconnect to nature. They valued simplicity and individuality, and sought spirituality in an increasingly secular world. They did not reject reason, but lobbied for the elevation of the imagination, and revolted against the restrictions imposed by classical aristocratic ideas. You can just see them barefoot in the woods, reading poetry to each other from recycled books while driving Prius's (or free-range horse-drawn buggies made from organic trees, or whatever). 


    The Realists
    In this corner is 19th C.'s version of the fist-pumping activist: the Realist writers sought to tether their experience by describing it in raw, factual detail, and hopefully therefore reforming it. They also had a great deal of concern over social institutions, but, of course, couldn't break away to their cabin in the woods because of their 12-hour days at the factory, six days a week. Rather than break away from the rules, they sought to to break the rules and the established order. They wrote mostly stories, novels and plays like Les Miserables, War and Peace, Crime and Punishment, and even Frankenstein to warn of the dangers of unbridled industrialization and unchecked political power. You can just see them drinking their black coffee and smoking their cigarettes and hating it, listening to underground radio, scoffing at the Romantics, and planning on overthrowing the government.

    You'll notice that I've not ever mentioned that the Romantics and the Realists were against each other--this is not "Romantics vs. Realists," this is "Romantics and Realists." They both were looking at the same metaphorical coin, just from different proverbial sides. They both realized the negative affects of industrialism and the impact civil and political uprisings were having on their society; they just went about dealing with that reality in somewhat different ways. They were not very different at all, and indeed many authors of the period could be classified as both romantic and realist. What they did succeed in doing, though, was ushering a new typed of "hero" in the Western world (aha, yes, you knew we'd come back to that idea, right?). Heroes are no longer warriors or knights, nor just gentlemen (or noble ladies), explorers, or captains of industry. The "pen is mightier than the sword" idea had caught on. (Think American Revolution; though many of those who had a hand in it did fight, just as many contributed simply by writing and voicing their ideas.) Although, history is somewhat cyclical; the 20th century would see the return of the idea of "might makes right" with several international conflicts, which changed indelibly the idea of and perhaps the belief in the concept of "hero"...

    *     *     *
    QUESTION TO CONSIDER
    *Note: You may NOT use this question as a "Blog Response" for your oral presentation, but you may respond to it for 1pt in the extra credit category.


    Do you consider yourself more "romantic" or more "realist"? (Be aware that I've oversimplified the definitions in my entry, and be aware that, although I do not like hippies, I am a romantic at heart.) Do you see yourself as a lover or a fighter? In your response, try to define what you think of as "romantic" or "realist," and explain why you think you fit that definition.

     

    Elucidating the Enlightenment


    Elucidating the Enlightenment

    The Enlightenment (1650-1800), also known as the "Age of Reason," continued the forward momentum of the Renaissance. It held the dual qualities of both valuing formal qualities and structure, and challenging authority (specifically of the Church). Remember that this is a world where God (or the gods) is no longer the center of the universe--man is. With the discovery of new scientific ideas, the European world took on a more "clock-work" feel; one of the prevalent ideas of the time was that everything was governed by rules that could be discovered. Isaac Newton and Renee Descartes, among others, saw a world that wasn't mysterious, but discernable; however, the Enlightenment thinkers didn't have the unbridled optimism of the Renaissance thinkers. They saw human ability as great, but also realized that the world often fell short of ideal standards.

    Ideas such as rationalism and empiricism gave way to political ideologies as well. Because the universe was governed by unchanging laws, that meant man was as well; because we were born with a "tabula rasa" (blank slate) and must understand our world through experience as well as logic, that justifies man's basic equality. Thinkers like Hobbes, Rouseau, and Locke (who inspired America's "founding fathers") mostly agreed that good or bad, man's nature was affected (and mostly corrupted) by society and social institutions. Artists joined in on that thinking; art and literature began to not just reflect society, but offer social commentary on it, and then criticize it... and then challenge it. Just as the Renaissance thinkers challenged the Church and God, the Enlightenment thinkers began challenging the government and social institutions. These thinkers set the stage for the "revolutionary fever" that was about to boil over, that would change the Western world more than the Plague and H1N1 combined. Technological advancement and political upheaval in Western Europe and the Americas set the agenda for the next two centuries, setting the foundations for discourse in the 20th and 21st centuries...


    *      *     *
    QUESTION TO CONSIDER:
    Do you think society has a positive or negative effect on individuals? On communities? Why? You should, of course, first explain whether you think human nature is basically good, selfless, or basically bad, selfish. Are our biological urges pushing us to the preservation of self or others, and how does society impact that? Are we ruined or saved by society? Feel free to speculate; you can come up with an answer that's somewhere in the middle.

    *Note: You may NOT use this question as a "Blog Response" for your oral presentation, but you may respond to it for 1pt in the extra credit category.

    Monday, November 9, 2009

    The Impossible Dream: Mediocrity in Times of Meritocracy


    As we read Don Quixote, remember our focus for this unit: the Middle Ages and Renaissance are the link between the Classical era and the Modern era. This period of more than a thousand years helps us understand how the Western world (and the Western Ideal) developed into what it is today. Here's a short recap of what we've discovered so far about the hero idea:

    Greco-Roman Hero: More warrior than leader, the idea of heroism in classical literature revolved around societal values of excellence, pride, and property. The hero is tragic and achieves his status through heroic deeds and adventures; his fate seems out of his hands, and his end is usually dismal. Examples: Oedipus, Achilles, Hector

    Medieval Hero: The hero in the Middle Ages is largely transformed by a shift from polytheistic ideas of religion to a monotheistic religion--Christianity--which became the main source of power and authority in society. The hero embodied decorum and loyalty, and then chivalry. His allegiance shifted from his lord to his lady; although his journey was marked by hardships, he usually had a reward (even if it was only in the afterlife). Examples: Roland, Knight (from "Wife of Bath")

    Renaissance Hero: The hero now looks quite different; we don't see him in the midst of physical battles, but emotional, mental and spiritual battles. Therefore his journey is also a bit different. It may sound like an inspirational card from Hallmark, but the their goals are really about the journey, not the destination. Success or reward, then, takes on a much less physical form.  Examples: Dante, Federigo

    Enter Don Quixote, the Renaissance "hero." I use my quotation marks here, because there is some debate to be had about whether or not Quixote is in fact heroic. Let's look at his track record: He's old, poor, out of his mind... and he gets everything wrong. He dies a lonely and broken man, but only after he's been literally forced to give up his dreams. And what dreams he had; he aimed high, and insisted on upholding an outdated code of chivalry in a world what didn't care to be heroic. This leads to the question: does Don Quixote get an "A" for effort? Is it okay that he tried his best, that he kept on trying, that he went down fighting? Or does all that matter is the fact that he fails?

    Let's try to make this more relevant to us: You, as high school students, exist in a culture of meritocracy. In other words, you are constantly being judged and are constantly competing; winning isn't the only thing, it's everything. You've got to have the GPA, got to play the sport, got to do the service hours, got to score high on SAT's, all so you can get into a good college and get a good job and have a good life. There is an incredible amount of pressure on you to achieve. Unfortunately, this pressure to achieve is sometimes at odds with your actual growth; if the highest concern is the grade (or the points) and not the learning, then you might cut corners. If the highest concern is the win and not the development, then you might take steroids. When average doesn't cut it and all that matters is the end result, then the value of the steps in the process start to diminish. If you don't have a 4.something, you aren't worth mentioning. No "A's" for effort; a fail is a fail. Don Quixote's world doesn't seem quite so far away, now does it?

    Miguel de Cervantes surrounded Don Quixote with people who ridiculed him because he dreamed big but simply wasn't good enough. And although we laugh at him, in the end we may pity him, as facing the reality of his own mediocrity actually leads Quixote to his death. In our case, life isn't quite as tragic, but when we constantly hold ourselves up to the standard of others, it can feel like jousting against windmills. In a world of 4.something GPA's, all-star athletics... how does the average person feel "heroic"? I tell you in class that the "points" don't matter, that you will wake up in 20 years and have absolutely no memory of that 5-point homework assignment you languished over; but by then, of course, you may be focused on a very different kind of "point"...

    QUESTION TO CONSIDER:
    (Just one question)

    1) Reflect on the questions embedded in the blog: Do you agree or disagree that our society is based, for better or worse, on "winning"? Is competition a good thing or a bad thing? To anchor this to the text, is the character Don Quixote sympathetic, or pathetic? In other words, do we praise him for pursuing his ambitions, or do we criticize him for being unrealistic?

    Wednesday, November 4, 2009

    Luck Be a Lady to Knight: A View of Women in Western Lit

    The Renaissance is a period of about 250 years in Western Civilization that marks the end of what we call the Middle Ages. It is the era of European culture that saw the death of feudalism and the growth of nationalism. It witnessed the end of the unilateral power of the church and the beginning of the modern nation-state. And yet is was a "rebirth" in several important ways: First, it was the rebirth of classic Greek and Roman ideas. The rediscovery of ancient texts (and the growth in literacy) fueled the Renaissance thinkers. Second, it was the rebirth of interest in the physical world; while Medieval Europeans were largely concerned with the afterlife, Renaissance thinkers turned their attention to the way the world and nature functioned. This, in turn, gave rise to a third rebirth in interest in the sciences and humanities, which lead to drastic technological advances and geographic discoveries. The broadening of the Renaissance man's world--indeed, the shifting focus away from God to man--is perhaps the single most significant "rebirth," placing man at the center of his own universe.

    Europe during the Renaissance was still, then, a "man's world;" as we look at our next frame story, Boccaccio's Tale of the Falcon, we are reminded of themes brought up by Chaucer, and must also be conscious that we are still looking at a view of women through the eyes of men. To give some background on the importance of Boccaccio's work: he set out to authentically represent the Renaissance confidence in human ability and delight in the diversity of human experience. His overriding theme asserts throughout his hundred tales that a truly noble individual must accept the consequences of his actions and confine his desire to what is humanly possible. In that, though, he insists that what is humanly possible is a usually a great deal, and that we can often overcome our fortune or learn to exploit it.

    Boccaccio is quite sympathetic and understanding towards human aspirations and emotions. He creates a "hero," Federigo, who is sympathetic and who we can relate to. But what about the woman in the tale, Mona; although we can maybe relate to her paternal motivations, is she sympathetic? Do we pity her? Despite her desire to save her son, do we approve of her methods of obtaining the falcon? What is being said about Renaissance women here?

    It seems that there are, at least, two ways we can read the women we've encountered in the the literature we've covered thus far: they are either getting a bad rap, or they are being (somewhat) accurately portrayed. Let's look at the roster:

    • Jocasta. She was actually a pretty good mom to her husband, Oedipus, once she found out that he was her son. Ignore the fact that she sent her infant son to die in the wilderness based on a prophecy; that's how the Greek's rolled. You don't mess with the prophecies. You do what you have to do, or risk the wrath of the gods. 

    • Helen (of Sparta). Okay, no way to spin this one positively; she single-handedly led to the 10-year conflict, the Trojan War. But she did it for love (right?). Ignore the fact that she was married at the time; that's how the Greek's rolled. You don't mess with the will of the gods, or...  well, you get the picture.

    • Trojan Women. We get just snippets of other women connected to the Trojan War--Hector's mother and wife, Achille's slave-girls, even the goddesses who intervene on the side of the Spartans (Hera, Athena, Thetis). Maybe we don't get enough from them to draw any conclusions...

    • Roland's Wife. Hmm, all we know is she's the reason why Ganelon hates Roland so much and sets him up for the big fall. She's not even a character in the story, and she's still causing problems...

    • Chaucer's Angels. (Sorry, couldn't resist.) We already discussed last blog the various women Chaucer depicts in his Cantebury Tales. Each of them really represents a one-dimensional quality of women; taken together, maybe they give us a complete picture of what Chaucer thought of the women of his day. But, again, we are stuck looking through Chaucer's eyes. 

    • Dante's Angel. All we know of Beatrice in real life is that he loved her but was never really able to pull off a relationship with her. In the story, she is the one who sends Virgil to rescue him and join her in the Mount of Joy, Heaven. She serves as a beacon to him, although we never see her in the story, and in some ways is responsible for Dante's transformation (or, at least, his journey). 
    We have quite a character to round out the list: the wealthy and wily Mona. This collection of women gives us quite a bit to discuss in terms of the role of women in society and marriage...

    *      *      *
    CRITICAL QUESTIONS

    1) Think about the questions from the seminar prep (p. 26-27 in the packet); what are the most important traits you (personally) look for in a significant other? As a follow up question, think back to the "Wife of Bath" interviews; what do you think causes relationships to succeed or fail? (Answer both.)

    2) Think about the female figures we've encountered in the literature we've read thus far; which character do you relate with most? (Okay, fellas--you can answer this question also. Which character do you relate to; in other words, which one makes the most sense to you?) Is there a female character we've read that gives us a depiction of women that's actually close to reality? Specifically, what is your judgment of Mona?

    3) Think about the following statements, and consider the response by the "experts." What do you think about these statements? What do you think about the expert opinions? Choose two statements to respond to:

    a. Play Hard to Get
    Sam Yagan, dating-website cofounder: Playing hard to get starts the relationship off on a deceptive foot. If you want your relationship to be based on trust, honesty, and communication, why would you begin it like that?

    Greg Behrendt, coauthor of He’s Just Not That Into You: You shouldn’t play hard to get; you should be hard to get, because your life is so busy and fulfilling. My wife and I call it being a MOD―a moving object of desire.

    b. Your Spouse Shouldn’t Be Your Best Friend
    Pepper Schwartz, sociologist: I agree. I think you’re asking a lot of your marriage to have the level of confidentiality, truthfulness, and disclosure that a best friendship has. Your marriage can fulfill only so many roles.

    Barbara De Angelis, personal-development expert: I disagree. If your spouse isn’t your best friend, then what is he? I think it’s important that you not only love him but like him a lot, too.

    John Gray, author of Men Are From Mars, Women Are From Venus: I have no problem with partners who are best friends, but you should have other close friends to confide in as well―especially when you are having relationship difficulties and need time away from your spouse. Don’t put all your eggs in one basket.

    c. You Can Learn to Love Someone
    Judy Kuriansky, sex therapist: That’s true, depending on how you define love. You may not have the love-at-first-sight kind of love, but the deep companion kind of love―in terms of trusting each other and being a team―can develop over time.

    Behrendt: No, that sounds like settling. I don’t believe in settling, because it’s not fair to the person you’re with or yourself. It’s not like settling on an apartment you don’t love but can live with.


    d. There Is Such a Thing As Love at First Sight
    Ellen Wachtel, couples therapist: False. Often it takes time for love to develop. For some people, physical chemistry plays such a big role at the outset that it is mistaken for love.

    Schwartz: It’s a romantic story when it works out, but you don’t hear about the relationships that end badly. Relationships start slow and build; they aren’t necessarily wonderful from the start.

    Howard J. Markman, psychologist: You’ll quickly know if you’re attracted to each other, but not if you’re compatible or fit to stick together through tough times.

    e.The Way to a Man’s Heart Is Through His Stomach
    De Angelis: The way to a man’s heart is through his heart. Men want a woman who is going to be a great friend and companion―and if they have to order takeout, so be it!

    Kuriansky: It’s true if he loves food, but that part about having to feed the needs of his heart is true, too. Still, don’t lose sight of your own needs. For a relationship to be successful, both partners need to feel pleased and fulfilled.

    Gray: You’re off by about six inches. Sex is the direct way to a man’s heart.

    Mr. Franklin, teacher extraordinaire: The way to a man's heart is through his rib-cage.